The purpose of this study was to determine the perceptions of Aboriginal school-site administrators regarding effective leadership behaviors in First Nations schools. Thirteen Aboriginal educational administrators were interviewed over a period of one month and a half using a semi-structured interview approach. The sample of participants was drawn from a list of Tribal Councils and Independent First Nations in Saskatchewan. The interviews lasted approximately 45 minutes to 70 minutes. Participants were asked to reflect on: (1) what leadership characteristics an effective administrator of a First Nation school must possess; (2) whether ethnicity and gender of the educational administrator were important considerations in First Nations schools; (3) positive characteristics of role models of Aboriginal educational administrators; (4) personal and social problems on First Nations that affected the role of the educational administrator; and (5) what training activities were helpful in the preparation of potential educational leaders. <p>Findings suggested that the main characteristics of effective administrators in First Nations schools included being person-oriented and flexible. All thirteen administrators interviewed considered the ability to speak a First Nation language important, although not essential, if the major language spoken on the First Nation was English. Ethnicity of the administrator may not be a necessary consideration for administrators in First Nations schools. Being able to adapt to the cultural milieu of the First Nation was more important. Findings further suggested that gender of the administrator in a First Nation school was not an important consideration. Female administrators could be effective if given the opportunity. Role models in the lives of the participants played a major part in the overall success of the participants. <p>Findings of this study further suggested that effective administrators had definite plans and programming in place when dealing with social problems which exist on First Nations. Being knowledgeable about the types of support services available at the Band level was important. The main strategy employed by the interviewees involved the utilization of a team approach to problem solving. When dealing with student behavioral problems, most administrators followed policies set by the school board. Last of all, the participants made recommendations which potential Aboriginal educational leaders could use in order to move into administrative positions at the First Nation level.

The purpose of this study was to determine the perceptions of Aboriginal school-site administrators regarding effective leadership behaviors in First Nations schools. Thirteen Aboriginal educational administrators were interviewed over a period of one month and a half using a semi-structured interview approach. The sample of participants was drawn from a list of Tribal Councils and Independent First Nations in Saskatchewan. The interviews lasted approximately 45 minutes to 70 minutes. Participants were asked to reflect on: (1) what leadership characteristics an effective administrator of a First Nation school must possess; (2) whether ethnicity and gender of the educational administrator were important considerations in First Nations schools; (3) positive characteristics of role models of Aboriginal educational administrators; (4) personal and social problems on First Nations that affected the role of the educational administrator; and (5) what training activities were helpful in the preparation of potential educational leaders. <p>Findings suggested that the main characteristics of effective administrators in First Nations schools included being person-oriented and flexible. All thirteen administrators interviewed considered the ability to speak a First Nation language important, although not essential, if the major language spoken on the First Nation was English. Ethnicity of the administrator may not be a necessary consideration for administrators in First Nations schools. Being able to adapt to the cultural milieu of the First Nation was more important. Findings further suggested that gender of the administrator in a First Nation school was not an important consideration. Female administrators could be effective if given the opportunity. Role models in the lives of the participants played a major part in the overall success of the participants. <p>Findings of this study further suggested that effective administrators had definite plans and programming in place when dealing with social problems which exist on First Nations. Being knowledgeable about the types of support services available at the Band level was important. The main strategy employed by the interviewees involved the utilization of a team approach to problem solving. When dealing with student behavioral problems, most administrators followed policies set by the school board. Last of all, the participants made recommendations which potential Aboriginal educational leaders could use in order to move into administrative positions at the First Nation level.

The disproportionate exposure to exclusionary discipline for students with disabilities is an acknowledged phenomenon. However, a theoretical understanding for this phenomenon is unknown. Recent claims have been made that the disproportionate use of exclusionary discipline for students with disabilities results from a long-standing historical pattern of discrimination. The use of exclusionary discipline for students with disabilities results in the denial of opportunities and services at a more frequent rate than their peers without disabilities. This denial would indicate the possibility of prejudice, a construct understood to arise from the existence of a perception of threat by the ingroup in an intergroup relationship. The purpose of this study was to (a) determine if school administrators hold perceptions of threat from students with disabilities and (b) if a relationship exists between identified threats and disciplinary decisions. A survey measured threat perception, administrators' attitude toward students with disabilities, and administrators' disciplinary action preference in instances involving students with disabilities. It was hypothesized: H1. Perceived realistic threats will have a direct effect on administrator disciplinary decisions. H2. Perceived threats (both realistic and symbolic) will have a direct effect on administrator attitudes towards students with disabilities. H3. Perceived threats (both realistic and symbolic) will have an indirect effect through attitude on administrator disciplinary decisions. Confirmatory factor analysis revealed an acceptable model fit of the four latent variables of realistic and symbolic threat, educational administrator attitude toward students with disabilities, and educational administrator discipline decisions for students with disabilities. An acceptable fit was found for the originally hypothesized structural model, and no improved alternative models were identified. Realistic threat was found to have a significant relationship to educational administrators' disciplinary decisions for students with disabilities. No significant paths were identified for symbolic threat or attitude. / text

This field study is the result of observations of stress and disquiet among educational administrators. Two survey instruments, one to a population of A.C.E.A. members in five states and two territories of Australia, and a refined survey to administrators in two Metropolitan West Inspectorates in N.S.W. were employed. An attempt was made to look at perceived deficits, in areas considered necessary skills for educational administrators, over variables of state, sex, age, level of institution, government/nongovernment systems, status, tenure and educational administration qualifications. From the outset it was realized that the nature of the study would have to be essentially to generate directions of future specific research since there was little Australian research in the areas being surveyed. This became more obvious as data was collected and possible causes for stress, perceived deficits, and the related poor morale multiplied with each set of comments received. The only conclusion that could be unequivocal was that the areas of administrator morale, training, selection, support, style and role perception are urgently in need of in-depth research as are the effects on educational institutions of policy processes, socio-political factors and community expectations. Even with a wider literature search it becomes obvious that there is a need for researchers to rethink theory in terms of social realities and human and socio-political possibilities rather than continue building theories which have little or no effect on the education received by an Australian student in the 1980's. It is equally evident that the solution for the obvious administrator malaise and powerlessness expressed by respondents is in their own hands via a quest for excellence in education, relevance to society and socio-political understanding.

This dissertation reports on a study of educational administrators and the value conflicts experienced within their schools. The extensive review of literature on values in educational administration has determined very little consensus regarding the influence of values on the practice of educational administrators. A lack of common understanding about the definition of the term values exists along with variations and inconsistencies regarding the pervasiveness of values in educational administration. School leaders frequently encounter value conflicts and their resolution involves considerable degrees of decision making. Participants in this study include members of the cohort of the Ed.D. Program in the Department of Theory and Policy Studies at the University of Toronto, Ontario Institute for Studies in Education (OISE) as well as practising educational administrators with extensive experience in school leadership. As the researcher works within the Catholic school system, the majority of study participants are Catholic administrators who were accessible to the researcher for participation. A qualitative research methodology was employed and fourteen semi-structured interviews were conducted which focused on the three main research questions. The following research questions were addressed in the study: 1. How do educational administrators see the role of values in their work? 2. What types of value conflicts do educational administrators experience? 3. How do educational administrators resolve conflicts that stem from values issues? The findings herein indicate that administrators view values as extremely important and relevant in their work. The influence of values on administrator behavior is evident in how leaders define the term value: as a code/set of rules and fundamental beliefs that guide daily interactions; and a basis for decision making. In terms of conflicts, administrators experience interpersonal conflicts frequently and attribute this type of conflict to differences in stakeholder values. Educational administrators resolve conflicts that stem from values issues by taking a moral stand which allows them to remain committed to their values. The results of this study acknowledge and contribute to the existing field of studies relating to values and value conflict resolution within educational administration while simultaneously suggesting further implications for future research. The adoption of a values-based leadership model and its associated values clarification process is recommended for school leaders as a framework to deal with the existing realities of their complex role. This model has tremendous potential to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations and becomes the new standard of leadership practice.

This dissertation reports on a study of educational administrators and the value conflicts experienced within their schools. The extensive review of literature on values in educational administration has determined very little consensus regarding the influence of values on the practice of educational administrators. A lack of common understanding about the definition of the term values exists along with variations and inconsistencies regarding the pervasiveness of values in educational administration. School leaders frequently encounter value conflicts and their resolution involves considerable degrees of decision making. Participants in this study include members of the cohort of the Ed.D. Program in the Department of Theory and Policy Studies at the University of Toronto, Ontario Institute for Studies in Education (OISE) as well as practising educational administrators with extensive experience in school leadership. As the researcher works within the Catholic school system, the majority of study participants are Catholic administrators who were accessible to the researcher for participation. A qualitative research methodology was employed and fourteen semi-structured interviews were conducted which focused on the three main research questions. The following research questions were addressed in the study: 1. How do educational administrators see the role of values in their work? 2. What types of value conflicts do educational administrators experience? 3. How do educational administrators resolve conflicts that stem from values issues? The findings herein indicate that administrators view values as extremely important and relevant in their work. The influence of values on administrator behavior is evident in how leaders define the term value: as a code/set of rules and fundamental beliefs that guide daily interactions; and a basis for decision making. In terms of conflicts, administrators experience interpersonal conflicts frequently and attribute this type of conflict to differences in stakeholder values. Educational administrators resolve conflicts that stem from values issues by taking a moral stand which allows them to remain committed to their values. The results of this study acknowledge and contribute to the existing field of studies relating to values and value conflict resolution within educational administration while simultaneously suggesting further implications for future research. The adoption of a values-based leadership model and its associated values clarification process is recommended for school leaders as a framework to deal with the existing realities of their complex role. This model has tremendous potential to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations and becomes the new standard of leadership practice.

Effective relationships among the levels of educational administrators will support the emphasis on academic excellence at national, state, and local levels. Recognizing the factors involved and understanding the interactions of those factors is a complex process. This study examined the bureaucratic leadership style of a superintendent in the organizational structure and the social interaction between the superintendent and campus principals in that organization as perceived by the principals. Quantitative data were collected by using two instruments: (1) the Administration Organi zationa1 Inventory to define the superintendent's bureaucratic leadership style and (2) the Perceived Social Interaction Questionnaire to determine the degree of social interaction between the superintendent and the campus principals. The study included the superintendent and the forty-three principals of a Texas suburban public school. Data analysis examined the leadership style and its relationship to the social interaction and both style and social interaction in relationship to age, sex, elementary or secondary level, and years of experience as a principal. Results of the study did not clearly define the superintendent's leadership style in a bureaucratic organization and indicated no significant difference between the style and social interaction and the four biographical variables. However, analysis of the data revealed that more principals perceived the superintendent as a Professional with a high degree of expertise and low degree of authority when biographical data were considered. Principals who perceived the superintendent as having a high degree of expertise also indicated they had a warm and friendly social relationship with the superintendent. Further analysis revealed that older, male, secondary principals with more than ten years of experience had a warm and friendly social interaction with the superintendent. This study attempted to provide greater knowledge of the organizational structures and the inward workings of a school system so that other administrators might better understand essential factors affecting district decisions and practices

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ABSTRACT THE EXAMINATION OF GUIDANCE AND RESEARCH CENTERS&rsquo / ADMINISTRATORS&rsquo / CONFLICT MANAGEMENT STRATEGIES WITH THE PERCEPTIONS OF SELF AND TEACHERS Cebeci, S&uuml / lbiye M.S., Department of Educational Sciences Supervisor: Prof. Dr. Hasan SimSek September 2006, 136 pages The purpose of this study is to examine conflict management strategies of administrators who are working in Guidance &amp / Research Centers (GRCs) of Central Anatolia with the perceptions of teachers and administrators themselves. The subjects of this study included 30 administrators and 141 teachers who worked in the 30 GRCs in 13 cities of Central Anatolia of Turkey. Data collection was carried out by using quantitative techniques. A survey technique was used to collect data. A questionnaire which was translated to Turkish by G&uuml / m&uuml / Seli (1994) from The Rahim Organizational Conflict Inventory II (ROCI II) to identify administrators&rsquo / conflict management strategies was used to collect data. The questionnaire has two parallel forms, one for administrators to rate themselves and the other for teachers to rate administrators. Administrators&rsquo / self-ratings of their own coflict management strategies and teachers&rsquo / ratings of administrators&rsquo / conflict management strategies were measured with a 5-point likert scale. In addition, the data related with demographic characteristics of both teachers and administrators were gathered by demographic inventory. Demographic Inventory (DI) was developed by the researcher to provide basic demographic information about participants. Descriptive statistics and SPSS 14.0 were utilized to analyze data. The results revealed that concerning rank ordering of styles, both administrators and teachers indicated administrators as using the Integrating style of handling conflict first, followed by Compromising, Obliging, Avoiding, and Dominating. The data did not reveal rank order of differences between the perceptions of administrators and teachers. The study also revealed that with the perceptions of self, administrators used integrating style at 5th level (strongly agree), compromising style at 4th level (agree), obliging style at 3rd level (undecided), dominating and avoiding style at 2nd level (disagree). On the other hand, with the perceptions of teachers, administrators used Integrating and Compromising style at 4th level (agree), obliging and avoiding style at 3rd level (undecided), dominating style at 2nd level (disagree). Keywords: Conflict management, conflict management strategies, conflict management strategies of administrators, educational administrators.

This study provided administrators in a large southern metropolitan public school district an opportunity to participate in a stress-related research study. The questionnaire contained such stress-related probe areas as spiritual beliefs, preferred and imposed (perceived) orders of major-life emphasis areas, professional environment, personal-social environment, and probes into the ethical positions held by the administrators. The professional environment section contained subsets of internal (on-the-job) probes, external (political) probes, as well as personal (incentive) probes.The personal-social environment section was sub-divided into five Maslow hierarchy-of-need related probes such as physiological needs, safety-security needs, social needs, esteem needs, and self-fulfillment needs. The final section of the instrument sampled the administrators' responses to probes concerning their concepts of God, their concepts of the Bible arid their positions on eight ethical statements.